Leadership and Sustainability, an article by Michael Fullan. In this article Michael discusses the 8 elements of sustainability.
1 Public service with a moral purpose.
2 Commitment to changing context at
all levels.
3 Lateral capacity-building through
networks.
4 New vertical relationships that are
co-dependent, encompassing both
capacity-building and accountability.
5 Deep learning.
6 Dual commitment to short-term and
long-term results.
7 Cyclical energising.
8 The long lever of leadership.
Facilitating Learning Networks, a development tool designed to explore the process of establishing a network of schools.
The tool consists of 2 activities: 1 Focuses on six aspects of network activity which benefi t from facilitation:
1 Planning
2 Meaning
3 Challenge
4 Feeling
5 Structuring
6 Valuing
2 Focuses on the practice of effective facilitation by:
Identifying some of the enablers and barriers to
effective facilitation in school networks.
Describing some of the characteristics of the
facilitation of collaborative learning in networked
contexts.
Providing an opportunity to challenge some
assumptions about effective facilitation in
networked learning situations.
Creating Community Links: A development tool designed to explore the
rationale for linking schools and communities
beyond the school gates within a networked
context.
This resource includes advice for the faciitator on how to carry out the activity and statement cards that can be copied as part of the exercise.
Understanding Learning Networks. Key features of this article are the identification of 4 key ideas for the foundation of NLCs, 4 key ideas for the infrastructure of the NLC, 4 key ideas for network innovation.
What does network practice tell us about the impact of networking and collaboration? This article identifies 7 key features of the impact of networking and collaboration
1 securing children’s attainment
2 securing children’s achievement
3 securing children’s well-being
4 improving professional practice
5 growing leaders of the future
6 leading in and beyond the school
7 effecting impact at a system level
How Networks Work. This article looks at 7 key points about learning networks:
1. relationships and collaboration are beginnings … not ends in themselves
2. joint work that challenges thinking and practices is the critical
core of collaboration
3. school and network foci need to be right, shared and understood
4. schools’ strength of engagement in the network is important
5. collaborative enquiry is an important new skill
6. distributed leadership is important in schools and networks
7. formal leadership matters
It also includes a list of do's and don'ts for learning networks.
Artifact Creation in NLCs. This reading includes a Learner Guide Template for NLCs to use in order to show what their NLC has produced as a result of coming together.
Learning Conversations in Learning Networks. This article focusses on setting up protocols for the NLC and explores the concept of a learning conversation and dialogue. There is a useful step by step guide for how to go about setting this up.
How Networked Learning Communities Work. This is a very long article. Lorna Earl and Steven Katz are amongst the writers. We used Chapter 3 at our Sector Leader Day which focussed on the Theory of Action for NLCs.
Network Facilitation, the Power of Protocols.
This think piece recognises that networks have only limited opportunities for learning together face-toface.
It argues that to make maximum use of those opportunities there needs to be a structured and disciplined approach to learning, and it explains how
the use of protocols can achieve this.
Take a closer Look (NSDC) This article guides you through a reflective process on how small groups are working and also whole school reflection. There is also a very useful 'thinking hats' article.
If you are interested in learning more about how NLCs work, you may like to get this book by Katz and Earl called Building and Connecting Learning Communities- the ISBN is 978-1-4129-6601-6
Available through the Teachers Council website there is a matrix which links Ka Hikitia and the Registered Teacher Criteria
Or you can also link through to the Teachers Council directly.NZTC
"Easing the transition from Primary to Secondary"- a report you can upload from Education Counts report
This is a resource designed to help reflect on where we believe we are at in regards to the principles section of the curriculum. It asks us to make a judgement on a continuum, and then to back up our decision with how or why we have made the decision as we have. We have found it very useful in drawing out great reflection and discussion and also thinking about possible priority areas for deepening the principles within our schools.
This resource was used by curriculum leaders in our schools to consider and reflect upon effective pedagogy. The question shared at our last sector leader day together 'what teacher actions will' is utilised to engage thinking, and also in considering how as leaders, we can support others in growth in pedagogy.
Readings:
The readings below may help you in your understanding of the current theory and best practice around Networked Learning Communities.How do you measure the effectiveness of PD? An article by Sheryl Nussbaum-Beach PD
Twelve videos to spark educators' thinking videos
Leadership and Sustainability, an article by Michael Fullan. In this article Michael discusses the 8 elements of sustainability.
1 Public service with a moral purpose.
2 Commitment to changing context at
all levels.
3 Lateral capacity-building through
networks.
4 New vertical relationships that are
co-dependent, encompassing both
capacity-building and accountability.
5 Deep learning.
6 Dual commitment to short-term and
long-term results.
7 Cyclical energising.
8 The long lever of leadership.
Facilitating Learning Networks, a development tool designed to explore the process of establishing a network of schools.
The tool consists of 2 activities:
1 Focuses on six aspects of network activity
which benefi t from facilitation:
1 Planning
2 Meaning
3 Challenge
4 Feeling
5 Structuring
6 Valuing
2 Focuses on the practice of effective
facilitation by:
Identifying some of the enablers and barriers to
effective facilitation in school networks.
Describing some of the characteristics of the
facilitation of collaborative learning in networked
contexts.
Providing an opportunity to challenge some
assumptions about effective facilitation in
networked learning situations.
Creating Community Links: A development tool designed to explore the
rationale for linking schools and communities
beyond the school gates within a networked
context.
This resource includes advice for the faciitator on how to carry out the activity and statement cards that can be copied as part of the exercise.
Understanding Learning Networks. Key features of this article are the identification of 4 key ideas for the foundation of NLCs, 4 key ideas for the infrastructure of the NLC, 4 key ideas for network innovation.
What does network practice tell us about the impact of networking and collaboration? This article identifies 7 key features of the impact of networking and collaboration
1 securing children’s attainment
2 securing children’s achievement
3 securing children’s well-being
4 improving professional practice
5 growing leaders of the future
6 leading in and beyond the school
7 effecting impact at a system level
How Networks Work. This article looks at 7 key points about learning networks:
1. relationships and collaboration are beginnings … not ends in themselves
2. joint work that challenges thinking and practices is the critical
core of collaboration
3. school and network foci need to be right, shared and understood
4. schools’ strength of engagement in the network is important
5. collaborative enquiry is an important new skill
6. distributed leadership is important in schools and networks
7. formal leadership matters
It also includes a list of do's and don'ts for learning networks.
Artifact Creation in NLCs. This reading includes a Learner Guide Template for NLCs to use in order to show what their NLC has produced as a result of coming together.
Learning Conversations in Learning Networks. This article focusses on setting up protocols for the NLC and explores the concept of a learning conversation and dialogue. There is a useful step by step guide for how to go about setting this up.
How Networked Learning Communities Work. This is a very long article. Lorna Earl and Steven Katz are amongst the writers. We used Chapter 3 at our Sector Leader Day which focussed on the Theory of Action for NLCs.
Network Facilitation, the Power of Protocols.
This think piece recognises that networks have only limited opportunities for learning together face-toface.
It argues that to make maximum use of those opportunities there needs to be a structured and disciplined approach to learning, and it explains how
the use of protocols can achieve this.
Learning Networks of Schools: The Key Enablers of Successful Knowledge Communities
Uncovering Personal Barriers to Change (NSDC)
Professional Learning Communities and 6 constructivist principles
School's orientation to change- a facilitation exercise to see how open your school is to change
10 Things to do about Resistance
Take a closer Look (NSDC) This article guides you through a reflective process on how small groups are working and also whole school reflection. There is also a very useful 'thinking hats' article.
If you are interested in learning more about how NLCs work, you may like to get this book by Katz and Earl called Building and Connecting Learning Communities- the ISBN is 978-1-4129-6601-6
Available through the Teachers Council website there is a matrix which links Ka Hikitia and the Registered Teacher CriteriaOr you can also link through to the Teachers Council directly.NZTC
"Easing the transition from Primary to Secondary"- a report you can upload from Education Counts report
Te Hikoitanga slides on TH
These resources have been posted by Craig Price:
This is a resource designed to help reflect on where we believe we are at in regards to the principles section of the curriculum. It asks us to make a judgement on a continuum, and then to back up our decision with how or why we have made the decision as we have. We have found it very useful in drawing out great reflection and discussion and also thinking about possible priority areas for deepening the principles within our schools.
This resource was used by curriculum leaders in our schools to consider and reflect upon effective pedagogy. The question shared at our last sector leader day together 'what teacher actions will' is utilised to engage thinking, and also in considering how as leaders, we can support others in growth in pedagogy.